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EDUCATION IN FINLAND. For the Greek Delegation 18 June 2013 Aapo Koukku Counsellor of Education Information and Financial Services www.oph.fi/english. Finland in brief. Independent since 1917 Member of the European Union 1995 Land area 338 145 km 2 188 000 lakes, 76 000 islands - PowerPoint PPT Presentation
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For education and learning
EDUCATION IN FINLAND
For the Greek Delegation 18 June 2013
Aapo KoukkuCounsellor of Education
Information and Financial Serviceswww.oph.fi/english
2
Finland in brief• Independent since 1917• Member of the European Union 1995• Land area 338 145 km2 • 188 000 lakes, 76 000 islands • Population 5.4 million (17 inhabitants /
km2)• Two official languages: Finnish (91.2%),
Swedish (5.5%)• Sámi is the language of about 1 800
people (official status in 3 municipalities)• Religion: Lutheran (81.8%), orthodox
(1.1%), others (1.2%), no religious affiliation (15.9%)
• Immigrants: 3,6 % of population• GDP (PPP) per capita $ 37,990 (World
Bank)• Main exports: electronics, forest
industry, metal and engineering
For education and learning
Underlying educational understanding
“The objective of Finnish education and cultural policy is to guarantee all people - irrespective of their ethnic origin, background or wealth - equal opportunities and rights to culture, free quality education, and prerequisites for full citizenship. (---) All people must have equal access to services of consistent quality. “ (Government Programme, 2011)
The goal for the Government is to make Finland the most competent country in the world by 2020. (Education and Research 2011-2016, A development plan. MoEC 2011)
For education and learning
Government’s five-year development plan, Education and Research 2011-2016 aims to promote equality and quality in education and support life-long learning, for example
• ECEC – administrative and legislative reform• Reform of national time allocation and core
curricula in general education• Efforts to reduce group size in basic education• Cooperation and flexibility in upper secondary
education• Educational guarantee as part of the cross-
administrative Youth Guarantee
For education and learning
Specificities of the Finnish education system
EvolutionCulture of education
Co-operationDecentralised Central
steeringLocal decisionsFree education Public fundingTrust
Compulsory education starts at 7, same for all, inclusive, flexible and takes into account pupils’
individual needs, no streaming nor ability grouping
No inspections, no high-stakes testing or national examinations in basic education
High-quality teachers, high status, professional respect, autonomy in the class room
Culture supportive of learning / support to teaching and learning
For education and learning
Finnish system is holistic and based on trustComparison between the Finnish and general western models
GENERAL WESTERN MODEL THE FINNISH SYSTEM
StandardisationStrict standards for schools, teachers and students to
guarantee the quality of outcomes.
Flexibility and diversitySchool-based curriculum development, steering by
information and support.
Emphasis on literacy and numeracyBasic skills in reading, writing, mathematics and
science as prime targets of education reform.
Emphasis on broad knowledgeEqual value to all aspects of individual growth and
learning: personality, morality, creativity, knowledge and skills.
Consequential accountabilityEvaluation by inspection.
Trust through professionalismA culture of trust on teachers’ and headmasters’
professionalism in judging what is best for students and in reporting of progress.
Source: Kupiainen, Hautamäki, Karjalainen: The FI education system and PISA, 2010.
For education and learning
EARLY YEARS EDUCATION AND CARE
Apprenticeship
Finn
ish
Educ
atio
n Sy
stem
, no
dead
-end
s in
the
syst
em
For education and learning
IMMEDIATE CONTINUATION OF STUDIES 2011
SCHOOL LEAVERS(BASIC EDUCATION) 63 200 in total
GENERAL UPPER SECONDARY49,6% (2005: 53,3%)
VOCATIONAL UPPER SECONDARY 41,2% (2005: 39,4%)
DID NOT CONTINUE IN STUDIES LEADING TO A QUALIFICATION OR DEGREE 9,1% (2005: 7,4%)
For education and learning
Administration and steering
Ministry of Education and Culture
Municipalities or Federations of Municipalities
(Education providers)
Regional:Centres for Economic
Development, Transport
and the Environment
Regional State
Administrative Agencies
Government
Parliament
FNBE
Educational institutions
For education and learning
Central steering vs local decisions
Centralo Educational prioritieso Min. time allocationo National core curriculao Size of state subsidies
Localo Educational
prioritieso Local curriculao Alloc. of
subsidieso Class sizeo Recruitmento Teacher
”evaluation”o Quality
assurance
For education and learning
A STEERING SYSTEM BUILT ON THE PRINCIPLE OF TRUST
Flexible and decentralised educational decision-making, guiding principles being
1. common values, goals and high expectations2. central monitoring of the whole system and support 3. local implementation and responsibility Far-reaching financial autonomy of local authorities No inspection, national tests or ranking lists in basic
education Focus on self-evaluation and cooperation, self-
evaluation supported by national sample-based evaluations that are used for the development of education
For education and learning
Quality assurance based on steering, not control
Mandatory self-evaluation: Education providers have a statutory duty to evaluate their own activities.National evaluations of learning outcomes based on samples, used for development.National evaluation bodies and activities to be merged into the Finnish Centre for Evaluation of Education in 2014Quality criteria a tool for local actorsStatistics, national and international evaluations as tools for evidence-informed policy-makingNo inspectorate or standardised tests prior to the Matriculation Examination
For education and learning
IMPORTANT QUALITY INDICATORS High academic achievement, equal learning
outcomes PISA 2000, 2003, 2006 and 2009
Small between and within school differences Low drop-out (0.3% in basic education, 2-3% in
general education and 9% in vocational upper secondary education)
Highly educated and motivated teachers Effective use of resources
Around 6 % of GDP goes to education 190 school days per year, 4 - 7 hours per day in
compulsory education Moderate amount of homework, no need for private
lessons after school Class repetition only 2 % in basic education
For education and learning
Compulsory instruction time is low
NetherlandsItaly
SpainIreland
LuxembourgEngland
FranceIceland
Belgium (Fr.)Portugal
OECD averageEU21 average
DenmarkAustriaGreece
GermanyNorway
Slovak RepublicSwedenTurkey
SloveniaCzech Republic
EstoniaPolandFinland
Hungary
0 500 1,000 1,500 2,000 2,500 3,000 3,500
Compulsory instruction time (hrs) in public institutions
Ages 7-8Ages 9-11Ages 12-14
OECD Education at a Glance 2012
For education and learning
Possible reasons behind the success
The Finnish comprehensive school system that is based on the principle of equity
Supporting individual pupils (student-centred instruction, counselling, remedial teaching, SNE)
High quality university level teacher education and high attraction of teaching profession
Curricular flexibility and pedagogical freedom
Source: Välijärvi & al. 2002 and 2007; Hautamäki & al. 2008
For education and learning
Financing of Education• Education is publicly funded and free at all levels from pre-
primary to higher education• Adult education the only form of education that requires
modest payments• Private expenditure 2.4 % of all expenditure on the official
education system• In pre-primary and basic education the textbooks, daily meal
and transportation for students living further away from the school are free
• At secondary level and in HE the books are paid by students• At secondary level free meal for students, in HE meals are
subsidised by the state• Well-developed system of study grants and loans exists (for
full-time study in an upper secondary school, VET institution or HEI)
For education and learning
FUNDING Majority of education is publicly funded Two-tiered public funding
- The State- The local authorities or other education providers
The State subsidy for operating costs (cover 31,42% in pre-primary and basic education; 41.89% in upper secondary and polytechnics)
Per capita funding system without earmarking The funding criteria are the same irrespective of
ownership Basic education – completely free of charges for the
pupils Higher levels – payment for study materials, meals,
transport Financial aid for full-time studies
For education and learning
Financing of VET
VET is financed from the budget of the Ministry of Education and Culture. Financing is based on calculatory unit prices and granted directly to authorised VET providers. The funding criteria are the same irrespective of the form of ownership. The annual funding is based on the number of students and the calculated unit price. The unit prices are determined on the basis of training costs within different fields and calculated for each provider separately. Unit price is affected by different factors e.g. actual current expenditure of education at national level (national average) and the education fields of the education provider.VET providers are independent in their financial decisions.Vocational upper secondary education and training is co-financed by the State and municipalities (state 42 % and municipalities 58 %).Performance based funding forms 3 % of the total funding of all VET providers 2011 the amount of PBF is some 50 M€
.
For education and learning
The performance-based financing system of VET
FINANCING OF VET
STATUATORY CORE FUNDING
BASED ON OPERATIONAL OUTCOME- outcome- teacher
competence- staff
development-
OUTCOME BASED FUNDS
PERFORMANCE-BASEDFINANCING
BASED ON UNIT COSTS
(€/STUDENT/YEAR)
BASED ON QUALITY ASSESMENT(EFQM)- SPECIAL THEMES(qualitative)
QUALITY AWARD
For education and learning
Educational funding
Operative costs per pupil/student/year in 2011
basic education 6 710 € (5 341-20 2531)
general upper secondary 7 138 € (6 231-9 4611)
vocational upper secondary 11 315 € (7 936-16 5522)
polytechnics 8 005 € (6 786- 11 070)1difference between regions2 difference between fields of VET
Source: FNBE Statistical yearbook 2012
For education and learning
EDUCATIONAL EXPENDITUREPublic spending in 2009 (incl. public subsidies
such as scholarships and grants to students), all levels of education
of GDP Finland 6.8% Japan 3.8% Korea 5.0% OECD average 5.8% EU 21 average 5.8%
of public expenditure Finland 12.2% Japan 8.9% Korea 15.3% OECD average 13.0% EU 21 average 11.5%
Source: Education at a Glance 2012, OECD
For education and learning
The Youth Guarantee in FinlandBackground: among 20-29 year olds 120 000 have completed only basic education; 55 000 young unemployed jobseekers.The youth guarantee will offer everyone under the age of 25, as well as recent graduates under age 30 an employment, a study place, a place in on-the-job training or in a rehabilitation within 3 months after becoming unemployed.3 Ministries are responsible: Education and Culture, Employment and the Economy, Social Affairs and Health.• More study places in VET• New selection criteria into VET: priority to graduates
from basic education and those without upper level vocational qualification
• Local authorities responsible for counselling services• Support to language learning for young immigrants• Employers will receive higher compensation for
apprenticeship training• Young adults´ skills programme• Workshop activities and outreach youth work as means
of supportFunding: appr 350 M€ for the period 2013-16
For education and learning
Youth guarantee
More study places in VET
A place in further
education guaranteed to all who have
just completed basic education
Workshop activities and
outreach youth work as means
of support
Support to youth
employment
New selection criteria
Counselling services for
basic education graduates
Support to language
learning of young
immigrants
Employers to receive higher compensation
for apprenticeship
training
Young Adults’ Skills
Programme
Youth Guarantee will offer everyone under 25, as well as recent graduates under 30, a place in employment, education, on-the-job training or rehabilitation within 3 months after becoming unemployed.
FUNDING
PPPP
For education and learning
General objectives of Finnish VET
knowledge and skills necessary for vocational competence and (self-)employment
support for personal growth and citizenship knowledge and skills needed in further
studies and in life-long learning close co-operation with the world of work when
planning and implementing vocational education
For education and learning
PARLIAMENTLegislationState budgetGeneral lines of education policy
GOVERNMENTEducation development plans and policy programmesGeneral objectives of studies
MINISTRY OF EDUCATIONPlanning and implementing education policy Steering and financingQualifications
REGIONAL STATE OFFICIESSpecific administrative dutiesNATIONAL EDUCATION AND TRAINING COMMITTEES
NATIONAL BOARD OF EDUCATIONNational core curricula and requirements of qualificationsNational development operations and implementation of development programmes
QUALIFICATION COMITTEESContacts with working life
EDUCATION PROVIDERSLocal planning and organisation of VET Provision of VET
The
Nat
iona
l Edu
catio
n Ev
alua
tion
Cou
ncil
Administration of vocational education and training (VET)
For education and learning
Spotlight on VET in FinlandEducation philosophy is based on delegation of responsibility to local level.
relatively autonomous VET-providersVET provided by registered VET providers – licence from Ministry of Education
municipalities, joint municipal federations or private organisationsFinancing system based on national unit prices based on costs in different sectors of VET
lump sums without "earmarks" for the VET-providerFinancial contributions to VET providers from MoE
statutory division of costs at national levelin IVET: state 42 % - municipalities together 58 %in CVET mainly by state
National-level evaluations with no inspectorateIn 2011, total operating costs of vocational institutions amounted to 1.700 million €
For education and learning
Spotlight on VET in Finland• Mainly within institutions (work-based learning included)– apprenticeship training expanding
• Around 140 VET-providers, a nation-wide network of vocational institutions
– Instruction for Swedish-speakers either in Swedish-speaking or bilingual institutions
• On IVET about 165 000 students every year, 70 000 new students
– After basic education about 44 % of school-leavers continue in IVET (51 % in general upper secondary education)
– After initial vocational education about 68 % of students enter to the labour market and about 9 % students continue studies (placement rate about 77 %)
– Drop-out rate below 9 %– IVET: tuition and meals free of charge, CVET: small fees – An open pathway from upper secondary vocational qualifications
to polytechnics and universities – general eligibility to HE
For education and learning
Trends in VET in Finland• VET is an attractive choice – not a second
choice • Almost 50 % of comprehensive school
leavers continue in upper secondary vocational education
• Number of students in initial VET has increased (from 148 000 to 172 500 during 2004-2011)
For education and learning
VOCATIONAL EDUCATIONINITIAL VOCATIONAL EDUCATION AND TRAINING
Qualifications were reformed in 2008-2010 52 qualifications, 121 programmes can be completed in the form of school-based
training or apprenticeship training Scope 120 credits (3 years)
90 credits of professional studies min 20 credits of on-the-job-learning skills demonstrations final year project
FURTHER VOCATIONAL EDUCATION AND TRAINING
Further vocational qualifications (ca. 189) Specialist vocational qualifications (ca. 130)
For education and learning
National Requirements (3 years/120 credits) for each vocational qualificationat upper secondary level (2008)
Vocational units 90 credits(including at least 20 credits of on-the-job learning)- Basic and field-specific study units (compulsory)- specialising study units (partly optional)- other optional units (decided by VET provider) Core units (common to all) 20 creditssuch as languages, math, physics, chemistryFree-choice units 10 credits- individual choice
For education and learning
Education and Qualification Requirements for VET Teachers in Finland
Appropriate Master’s degree or polytechnic degree (or highest possible qualification in their own occupation)
Minimum of three years’ of working experience in their own field
Pedagogical studies with a scope of 60 ECTS
Vocational teacher education builds on degree and work experience
For education and learning
Being a VET teacher in Finland…
Teaching profession has high esteemVET teachers seen as their own specific group within the teaching professionStrong connection with working life
For education and learning
Design, assessment, validation and recognition of competences / learning outcomes in VET
Design
• National qualification requirements defined by the FNBE
• Qualifications divided into units• Units composed on basis of functions in working
life.• Preparation of VQs done in tripartite expert
groups.
Assessment
• Skills demonstrations or competence–based examinations
• Assessment of all units based on qualitative criteria and achieved learning outcome.
• Assessors: on-the-job-instructors, teachers and student’s self assessment.
• Assessment criteria of each unit at three levels.
Recognition
• Recognition of prior learning is regulated by VET Act and Degree since.2006
• Recognition is based on learning outcomes - not on learning time.
• VET provider decides on the recognition of (prior) learning – competent institutions!
• Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common (one) mark in the certificate.
For education and learning
Development of Finnish VET in European cooperation
European Qualification Framework (EQF) European Credit Transfer System for Vocational
Education and Training (ECVET) Common Quality Assurance Framework (CQAF) European guidelines for validation of non-formal
and informal
For education and learning
Finnish NQF levelsNQF level
Qualifications
Level 3 Completion of Basic Education syllabus
Level 4 Matriculation examination, completion of upper secondary syllabus Vocational upper secondary qualifications Further Vocational Qualifications Qualifications from other administrative sectors corresponding to
requirements of vocational upper secondary or further vocational qualifications
Level 5 Specialist vocational qualifications Qualifications from other administrative sectors corresponding to
requirements of specialist vocational qualifications
Level 6 University and polytechnic Bachelor’s Degrees
Level 7 University and polytechnic Master’s Degrees
Level 8 Scientific and artistic post-graduate degrees, such as licentiate and doctoral degrees
For education and learning
Education system in figures, 2011
Type of education
Ed. institutions
Applicants New students
Students Qualilfications, degrees
Basic education
2,870 - 59,076 541,931 64,435
Upper secondary general
433 39,219 36,784 109,046 32,807
Vocational education
247 141,405 116,017 279,266 70,596
Polytechnics 27 107,394 38,839 139,857 22,898
Universities 17 78,516 20,274 168,983 28,482
Statistics Finland: Oppilaitostilastot 2012
For education and learning
Most teachers are required a master’s degree
Kindergarten teachers 180 ECTS (3 years)Class teachers 300 ECTS (5 years)Subject teachers 300 ECTS (5-6 years)
Teachers of vocational studies: Master’s/Bachelor’s+work experinece+pedagogical studies of 60 ECTS)Principals:
teacher education + e.g. certificate in educational administration
For education and learning
TEACHER PROFESSION IN FINLAND
Popular profession among young people; only about 10-12 % of applicants can be admitted to teacher studies
Demanding profession; Master’s degree required Autonomous and creative profession
curriculum process of the school and municipality teachers are responsible for planning of the work
of their own school and autonomous in choosing their methods and materials
emphasis is in guiding the learning process of students and meeting the needs of all different learners
Teachers are trusted in the society and respected and supported in their work
For education and learning
Teacher training institutions can select heavily
Intake into teacher education 2012 (% of those who applied)
o Class teacher education 12 %o Subject teacher education 10
%-53 %o Vocational teacher education 30 %
Statistics Finland, universities
For education and learning
OECD: Education at a Glance 2012
For education and learning
Teacher and principal salaries in Finland(permanent contract, average gross salaries per
month 2011)
principal, general upper secondary 5,613 €
subject teacher, lower secondary 3,664 €
VET teacher 3,813 €
Average salary in the municipal sector in Finland 2011: 2,848 € (men 3,319 €, women 2,728 €)
subject teacher, general upper secondary 4,128 €
class teacher, primary education 3,357 €
kindergarten teacher2,452 €
principal, basic education4,894 €
Source: Satistics Finland
For education and learning
KEYS TO SUCCESS – HOW WE SEE IT
Professionalism of teachers high status and quality of teachers high quality of teacher education high quality of instruction
Supportive ethos minimizing low achievement early intervention individual support active role of student good student – teacher relationship
LEARNING CULTURE
Autonomy empowerment of
municipalities and schools spirit of trust and support interactive, cooperative way of working
COMPREHENSIVE EDUCATION SYSTEMAttainable for all, flexible structure and curriculum strategy, non-selective, inclusive, central steering, local impelentation and responsibility
HIGH STANDARDS
For education and learning
Education in Finland
www.minedu.fiMinistry of Education and Cultureinformation in Finnish, Swedish and English
www.oph.fiFinnish National Board of Educationinformation in Finnish, Swedish and [email protected]